MASTER OF ARTS IN EDUCATION
This Programme is premised on the idea that education should contribute to human flourishing, and develop capabilities of thinking and acting for this purpose. If education is to contribute to human flourishing, issues concerning aims of education, access and quality of education and the defining socio-economic, political and policy contexts require deep critical questioning and formulation of constructive alternatives. Any program of educational studies needs to address these issues.
Attempts to improve public education in India depend for their success on the availability of highly capable and committed personnel in substantial numbers. There is a dire need for people who can understand education and can assume a variety of responsibilities ranging from classroom teaching to policy formulation to theoretical or conceptual analyses in education.
The Master of Arts - Education Programme at Azim Premji University is a broad-based programme of study that includes theory, practice, research, policy and planning in education. It has sought to forge interconnections with the larger context of education in India as well as with the range of principles and practices that inform education studies today. It attempts to develop educational professionals capable of analysis, reflection, conceptual thinking, and meaningful action.
Students who have done our programmes will develop the following:
- The vision, social concern, and motivation to create a basis for action.
- Understand the possibilities, successes and setbacks of his/her initiative.
- Take steps that help develop educational theory and practice further by finding contextually-grounded solutions.
- Broad imaginative and critical capacity, and an informed engagement with different perspectives.
The specific objectives of the Programme are:
Understanding educational theory: Several disciplines contribute to the theoretical and conceptual bases of understanding a range of educational issues, such as, teaching, curricular material development, curriculum planning, assessment, schools and schooling and the education system as a whole. These approaches may be drawn from areas such as the Sociology of Education, Child Development and Learning, Philosophy of Education, Comparative History of Education, Curriculum Studies, to name a few. Insights from these approaches have to be integrated to form educational judgments and make choices in educational aims and practices.
Understanding educational practices in Indian school education: The Programme will expose students to the diversity and variety of educational practices, policies, settings, and contexts in India. They will be provided with systematic opportunities to interact with and reflect on diverse learners, learning communities and school systems.
Establishing the theory-practice continuum: The understanding of practice is always dialectically linked to theory. The Programme emphasizes that students evaluate theory in the light of ground realities while their practice remains informed by a critical, considered understanding of theory.
Implementing independent educational interventions: The Programme will strive to develop capabilities to plan independent educational interventions in various roles such as those of curriculum developers, textbook/ material developers, teacher educators, and researchers.
Nourishing professional development: The Programme aims to build among our graduates capabilities for ongoing self-motivated professional development.
Creating cooperative communities and values of cooperation: The Programme will foster capabilities to work in cooperation with others, to form humane relationships and to have a deep commitment to human wellbeing, both individual and collective
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